Electronic Theses and Dissertation

Penelitian ini bertujuan untuk mengetahui peningkatan motivasi, peningkatan hasil belajar, serta hubungan antara motivasi dan hasil belajar siswa setelah diterapkannya game based learning berbantuan baamboozle pada materi statistika. penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian pre-eksperimental dan desain one group pretest–posttest. subjek penelitian adalah siswa kelas viii alexandria mtsn 3 bener meriah yang berjumlah 27 siswa. teknik pengumpulan data menggunakan angket motivasi belajar dan tes hasil belajar. analisis data dilakukan menggunakan perhitungan n-gain, uji wilcoxon signed-rank test, dan uji korelasi spearman rank. hasil penelitian menunjukkan bahwa rata-rata peningkatan motivasi belajar siswa berdasarkan analisis n-gain berada pada kategori sedang dan mengalami peningkatan yang signifikan berdasarkan uji wilcoxon signed-rank test dengan nilai signifikansi sebesar 0,000 (ρ < 0,05). selain itu, rata-rata peningkatan hasil belajar siswa berdasarkan analisis n-gain berada pada kategori tinggi serta mengalami peningkatan yang signifikan berdasarkan uji wilcoxon signed-rank test dengan nilai signifikansi sebesar 0,000 (ρ < 0,05). adapun hasil uji korelasi spearman rank menunjukkan bahwa tidak terdapat hubungan yang signifikan antara motivasi belajar dan hasil belajar siswa, dengan nilai koefisien korelasi sebesar 0,044 dan nilai signifikansi sebesar 0,390 (p > 0,05). hasil tersebut menunjukkan bahwa penerapan game based learning berbantuan baamboozle mampu mendorong keterlibatan siswa secara aktif dalam pembelajaran serta meningkatkan pemahaman siswa terhadap materi statistika. namun, tidak ditemukannya hubungan yang signifikan antara motivasi belajar dan hasil belajar menunjukkan bahwa peningkatan hasil belajar siswa tidak hanya dipengaruhi oleh motivasi belajar, tetapi juga oleh faktor lain. oleh karena itu, pembelajaran berbasis permainan perlu dipadukan dengan faktor pembelajaran lain yang agar peningkatan motivasi belajar dapat berkontribusi lebih optimal terhadap hasil belajar siswa.

This study aims to determine the increase in motivation, the improvement in learning outcomes, and the relationship between motivation and learning outcomes among students following the implementation of Baamboozle-assisted Game-Based Learning in statistics. This study employs a quantitative approach using a pre-experimental research design and a one-group pretest–posttest design. The research subjects were 27 eighth-grade students at MTsN 3 Bener Meriah in Alexandria. Data collection techniques included a learning motivation questionnaire and a learning achievement test. Data analysis was conducted using N-Gain calculations, the Wilcoxon Signed-Rank Test, and the Spearman Rank correlation test. The results showed that the average increase in students’ learning motivation, based on N-Gain analysis, fell into the moderate category and demonstrated a significant increase according to the Wilcoxon Signed-Rank Test with a significance value of 0.000 (p < 0.05). Additionally, the average increase in students’ learning outcomes based on the N-Gain analysis fell into the high category and showed a significant increase based on the Wilcoxon Signed-Rank Test with a significance value of 0.000 (p < 0.05). The results of the Spearman Rank correlation test indicate that there is no significant relationship between learning motivation and student learning outcomes, with a correlation coefficient of 0.044 and a significance value of 0.390 (p > 0.05). These results indicate that the implementation of Game-Based Learning assisted by Baamboozle is capable of encouraging students’ active engagement in learning and improving their understanding of statistical material. However, the absence of a significant relationship between learning motivation and learning outcomes suggests that improvements in students’ learning outcomes are influenced not only by learning motivation but also by other factors. Therefore, game-based learning needs to be integrated with other learning factors so that increased learning motivation can contribute more optimally to students’ learning outcomes.